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Although reflective teaching is believed to be a significant feature of effective teachers, there is little empirical evidence to demonstrate its influence on learners’ evaluation. This study examines the relationship between EFL teachers' degree of reflection and learners’ evaluation of teacher effectiveness. Data were collected from 71 Iranian EFL teachers teaching at the private language institutes and 296 language learners. Reflective teaching inventory designed by Akbari, Behzadpour, and Dadvand (2007) was administered to the teachers and their learners’ evaluation was elicited through Murdoch’s (2000) checklist. The statistical analysis revealed significant positive relationships between reflection subscales and learners’ evaluation. It was thus assumed that understanding how reflection can change language learners’ evaluations can shed light on the role of reflection in improving teachers' performance and consequently learners’ appraisal. Hence, 10 teachers with the highest degree of reflection participated in follow-up interviews. Analysis of the interview data, indicated how reflection subscales contribute to teachers' in getting higher ratings from learners. In line with these findings, the implications for teachers, administrators and teacher education are discussed.

The present investigation aimed at studying the impacts of Iranian EFL learners’ gender, age, field and degree of study on their perceptions of mobile affordances. To this end, 159 Iranian EFL students studying at university were asked to fill Mobile Affordance Inventory (Rostami, 2021). To analyze the data, Kolmogorov-Smirnov test, independent sample t-test, one way ANOVA, and Pearson’s correlation were run. The findings of the study indicated that no differences were found among EFL learners in using mobile learning affordances regarding their gender, degree, and field of study. Additionally, no significant relationship was found between the arcticians’ age and their mobile affordances. The results also showed that different affordances of mobile devices can provide new and important information for educators. They become more familiar with different mobile phones capabilities to use, and it makes their teaching more effective. Becoming familiar with affordances provides a situation for improving students’ learning as well as their self-control.

The purpose of the present research was to investigate if the type of feedback significantly affected EFL learners’ uptake. In addition, it aimed to search if feedback could lead to more learners’ attention in EFL classes. The participants were 60 EFL learners. The data were obtained from classroom observations in addition to running a test. In order to investigate the effects of teachers’ CF on learners’ uptake, the current study employed Lyster and Mori’s (2006) taxonomy of CF types and learners’ immediate uptake moves. All episodes which included learner errors were identified by the researcher. Then, instances with teacher feedback were extracted. In order to investigate the amount of uptake by the participants, an uptake sheet was utilized. the uptake sheet was facile and easy to understand. Corrective feedback and uptake were coded and tabulated. It was shown that recasts were the most highly frequent type of feedback followed by explicit correction and prompts. In addition, the frequency of uptakes followed by recast was higher than the uptakes followed by explicit correction and prompts. The results of Anova Test revealed a significant difference among various amounts of uptake followed by different types of feedback (p >.034).

Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be introduced and practiced as an alternative approach. Thus, this study aimed to investigate the effects of peer-DA on cultivating Iranian upper-intermediate EFL learners’ interlanguage pragmatic (ILP) competence. Additionally, it was to disclose how peer-DA leads to improving the learners’ ILP competence. To achieve these aims, a sample of 84 upper-intermediate EFL learners, including females was selected through a convenience sampling method at Iran Language Institute in Borujerd City, Iran. Then, a total of 37 EFL learners whose scores fell around the mean score were selected and randomly assigned to two groups, namely an experimental (n = 19) and a control (n = 18). Then, they went through a pre-test, interventions (lasting 16 one-hour sessions held two times a week), and a post-test. The experimental group’s interactions were meticulously recorded. The collected data were analyzed through two independent samples t-tests, and the microgenetic development approach. Findings documented a statistically significant difference between the experimental group and control group concerning the gains of ILP competence on the post-test. Furthermore, the results of the microgenetic development analysis evidenced how the gradual, contingent prompts could lead to noticeable improvements in the learning of ILP features. These findings may have some pedagogical implications for different stakeholders.

Among four language skills, writing is a complex and demandingcognitive process.Writing is an important tool in evaluationwhere English proficiency needs to be assessed. The present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. The participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, Grammarly software program, Posttest of Essay Writing, and an attitude questionnaire in ten sessions. The data gathered from the comparison of pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers.

Many studies have advocated the importance of teaching critical thinking (CT) skills, and have also provided some suggestions for its effective pedagogy. However, there is a dearth of research examining the efficacy of such instruction. This quantitative(quasi-experimental) and qualitative study aimed to investigate the impact of explicit instruction of critical thinking (CT) on university students’ critical thinking skills measured through the Watson-Glaser Critical Thinking Appraisal (WGCTA) used as both pre- and post-test. The participants comprised four groups of 15-16 students each. The groups received different CT treatments: Critical Linguistics (CL) and Critical Discourse Analysis (CDA) (group 1), 11 Questions (group 2), CL and CDA followed by Peer Evaluation (group 3), and a control group (group 4) that only read about CT without practicing it. After receiving instruction on CT, the three treatment groups (1-3) critically analyzed 33 texts over 11 sessions. The results of the study indicated that Group 3 (CT & CDA followed by PE) had the highest improvement in their WGCTA scores from pre-to post-test, followed by Groups 2 and 1, while the control group showed no significant gain. The findings imply that reflecting critically on language learning materials can reveal hidden cultural and ideological elements within the texts. This can significantly enhance learners' advanced thinking skills, as well as support them in resisting cultural imperialism.      

The coronavirus pandemic affected education enormously, and despite numerous previous efforts to achieve digitalization, virtual teaching revealed deficiencies in both the EFL teachers’ digital competence and in the peripheral use of Information and communication technologies (ICTs). This study focused on a sample group to analyze the relationship between the implementation of this model and the pre-pandemic digital approach in order to identify deficiencies that need to be strengthened to achieve increasingly effective integration of blended learning. A questionnaire was used to collect data from participating teachers in the areas of school digital strategy, digital competence, and teaching practice in blended learning. The data were analyzed through structural equation models, verifying the relation between variables and also according to specific training on ICTs. An active but insufficient effort on the part of the participants’ schools to promote digitalization was revealed. The implementation of blended learning has been favored more by the responsiveness of participating EFL teachers than by the provision of specific training on the part of schools, which lacked common guidelines from the public administration. These EFL teachers can respond to changes, but the schools’ support is essential for the successful implementation of blended learning, updating the approach of the digital strategy adopted so far.

This study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old were randomly selected as the participants. Multiple Intelligence Questionnaire (MIQ) and a grammar TOEFL test were used to evaluate the bodily-kinesthetic intelligence of the students and measure their grammar knowledge. Bodily-kinesthetic intelligence of students and its relationship with grammar knowledge was gauged using descriptive statistics and correlation analysis. The means of males and females in grammar knowledge and bodily-kinesthetic intelligence were assessed through a one-way sample t-test. The findings revealed a statistically significant relationship between the bodily-kinesthetic intelligence of the participants and their grammar knowledge. The findings also showed no remarkable differences between males and females regarding bodily-kinesthetic intelligence and grammar knowledge. The implication of the findings is that English language teachers should utilize the same effective grammar textbooks and tasks for both male and female students.

The current study was an effort to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ speaking, and examine their perceptions toward participating in speaking activities. The population of this study included all female EFL learners (90 language learners of English) at intermediate level studying at Avayeh Daneshvaran Language Institute in Tabriz and the sampling procedure was convenience sampling. From among these language learners, 63 learners, in four intact classes, were selected as the sample group after conducting a sample of the PET. The instruments that were used in this study included two samples of the English language proficiency test of PET, the speaking section of which was conducted as the pre-test and posttest of the study, and an open-ended questionnaire. The data which were collected were analyzed through one-way ANOVA and two-way ANCOVA. The researchers analyzed the responses of the intended participants to the open-ended questionnaire qualitatively. The findings revealed that output modality was effective in improving speaking skill and that participatory structure and the interaction of these two had no significant effect on this skill. Regarding the qualitative section, the findings presented that the participants had optimistic attitude toward the use of podcasts and summary telling and writing in improving their speaking. The findings of the present study are valuable for teachers, English language learners, teacher educators, curriculum designers and researchers.

Teacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview data and teacher-produced diaries of a novice Iranian English teacher were analyzed in order to identify attractors of identity formation. As a result, four major attractors that had the strongest effect on the process of identity formation were detected. Then the mechanisms through which these attractors exerted influence on identity formation are discussed. Finally, it has been argued that narrative construction of identity requires the individual to stress different aspects of their identity at different times; and that the phase shifts that occurred when the identity system moved in the direction of another attractor were triggered by the moment-to-moment requirements of narrative formation. The findings are followed by a discussion of pedogogical and theoretical implications.

The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education.

Le récit sur la migration, le lieu du surgissement d'altérité, ouvre le terrain à une série d'interrogations : interroger la place de l'étranger dans la société du pays d'accueil, étudier l'immigré en lien avec sa société d'origine pour saisir le sens de son parcours. Le Bonheur (2007) d'Emmanuel Darley est un bon exemple à ce propos. Au fait, située à la frontière entre la fiction et la non fiction, à travers une structure polyphonique tout en faisant entendre plusieurs voix, sans qu'aucune soit dominante, permet le dialogue de différents points de vue concernant ce phénomène actuel ; la migration. En analysant le discours des personnages, nous visons le dialogisme des valeurs transmises par différentes instances. Ce travail sera ainsi basé sur l'analyse du discours selon les travaux de Dominique Maingueneau et le principe du dialogisme. selon Maingueneau (1995) l'analyse du discours vise à rapporter les textes, à travers leurs dispositifs d'énonciation, aux lieux sociaux qui les rendent possibles et qu'ils rendent possibles.

Communicative and natural processing of language in the world of translation is substantiated through simultaneous decoding and encoding of information in the source and target languages. The researchers analy zed pragmatic strategies and approaches undertaken by the Persian and Kurdish translators of the Quranic discourse marker thumma. The source text corpus was selected randomly and the target text parallel corpora were selected based on purposive sampling. Theoretical perspectives in pragmatics and translation were employed in the analysis of parallel corpora in this investigation. The results revealed that various types and combinations of the Kurdish and Persian temporal discourse markers were utilized by these translators. Moreover, other Kurdish and Persian elaborative, contrastive, and inferential discourse markers were also used in rendering the discourse marker thumma in the Quran. This dynamic approach to the construction of discourse was substantiated based on the realization of different conventions in the construction of discourse in different languages and cultures. This dynamic system in the construction of a proper discourse for the readers is verified based on the application of different theories in discourse analysis and pragmatics and the application of context and text-sensitive strategies in the process of translation. The characteristics, bases, and resources of these dynamic translation strategies are discussed based on pragmatic awareness rising in various aspects of translation education and some suggestions were offered in the application of the findings in syllabus design, translation evaluation, and rethinking of approaches in lexicography.